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Exhalation and diaphragmatic breathing, acting in concert with
one another, are mechanical keys to ensuring breathing for good acid-base
regulation, chemoregulation. Not
allowing for relaxed and passive exhalation translates into: ● fear of not getting enough air, oxygen; ● worry that the next breath may not come in time; ●
hurrying to take your next breath; ●
intentional breathing, where breaths must be “taken;” ●
self-imposed restricted range of inhalation; ●
making it impossible to take a deep breath; ●
smaller breaths that necessarily require faster
breathing; and ●
anxiety between breaths, where transition time between breaths
becomes intolerable. Exhalling is passive, and is about letting go, “allowing.” It does not require muscles. It means “letting” the air out by relaxing
the diaphragm. The exhale should not
be forced, not “pushed out.” Forcing
the air out, may motivate you to “take” a deep breath. Forcing air out, translates into using
accessory muscles, which may then lead to overbreathing. Learning to be comfortable with transition time desensitises you to the waiting period. Extinction of classically conditioned
emotions (e.g., fear) and vicious circle operant behaviours
(e.g., preempting the brainstem reflex) is vital to success. Key to learning good mechanics is
experiencing, identifying, and becoming comfortable with the brainstem
reflex, which regulates breathing based on PCO2, pH, and O2,
in addition to a host of other reflex factors. Convert
patience to meditation. Inhalling is active. Nevertheless, it too should be “allowed.” The brainstem reflex mechanisms ordinarily
do not need your assistance. Being in
a hurry usually means “taking” breaths, intentional breathing, and is likely
to lead to overbreathing. Mechanics
play allows for learning how the brainstem reflex engages your inhale, how is
happens on its own accord. See how small the breath can be, and still be comfortable. Reinforcement for small or quiet breaths is vital to
success. Reinforcement of small
breaths generalises to other discriminative stimuli (e.g., social) quickly
and effectively. Learning about the relationship between breathing depth and
rate is fundamental to CapnoLearning™, and requires PCO2 feedback monitoring. Maintaining good chemistry while breathing
more rapidly means that depth must be adjusted accordingly. Learning to maintain PCO2 levels
within the healthy window, 35 to 45 mmHg, during fast and slow breathing
develops a sense of how chemoregulation takes place. It provides the basis for reinstatement of
brainstem reflexes. Copyrighted by Behavioral
Physiology Institute, |